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| New Directions for Teaching… | 5 |
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| Feldman, Kenneth A. | 1 |
| Forsyth, Donelson R. | 1 |
| Franklin, Jennifer | 1 |
| McMillan, James H. | 1 |
| Paulsen, Andrew S. | 1 |
| Paulsen, Michael B. | 1 |
| Theall, Michael | 1 |
| Wlodkowski, Raymond J. | 1 |
| Zimmerman, Barry J. | 1 |
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| Information Analyses | 5 |
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| Reports - Evaluative | 2 |
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Peer reviewedMcMillan, James H.; Forsyth, Donelson R. – New Directions for Teaching and Learning, 1991
Students are motivated to the extent that they initiate and sustain meaningful involvement in learning. Theories of motivation suggest that appropriate attention to college students' needs and expectations for success will enhance their involvement and learning. (Author/MSE)
Descriptors: College Instruction, Expectation, Higher Education, Learning Motivation
Peer reviewedTheall, Michael; Franklin, Jennifer – New Directions for Teaching and Learning, 1999
Reviews and synthesizes a number of motivational models, issues, and strategies, showing their interrelationship, relevance to higher education, and strongly similar conceptual themes and terminology. The models' consistency suggests that inclusion in a coherent community raises awareness and enhances positive attitudes; what emerges is a…
Descriptors: Attitude Change, Change Strategies, College Environment, College Instruction
Peer reviewedWlodkowski, Raymond J. – New Directions for Teaching and Learning, 1999
Discussion of learning motivation and the influence of culture on it reviews recent literature, explores differences between intrinsic and extrinsic motivation, gives an overview of the motivational framework, and makes suggestions for planning lessons to elicit intrinsic motivation among culturally diverse students. The model's purpose is to…
Descriptors: Classroom Environment, College Instruction, Cultural Differences, Cultural Influences
Peer reviewedPaulsen, Michael B.; Feldman, Kenneth A. – New Directions for Teaching and Learning, 1999
Research and theory suggest that college students' motivation to learn is related to their epistemological beliefs. Faculty can promote student motivation by designing learning activities that facilitate student development of more sophisticated epistemological beliefs. Faculty developers can assist in this by giving special attention to the…
Descriptors: Class Activities, Classroom Techniques, College Instruction, Epistemology
Peer reviewedZimmerman, Barry J.; Paulsen, Andrew S. – New Directions for Teaching and Learning, 1995
Self-monitoring is an important part of self-regulated learning. While researchers agree on the overt features of self-monitoring, its psychological dimensions are disputed. Faculty can help college students learn formal, systematic techniques by teaching it in four phases: baseline, structured, independent, and self-regulated self-monitoring. A…
Descriptors: Classroom Techniques, College Faculty, Higher Education, Learning Motivation
